Lesson 1 - Moving and Controlling with Feet
Foundation Feet Skills and Ball Control for Young Learners
•Year 1
•Ball Skills
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How can we use our feet to keep the ball close and move safely into spaces?
Learning Objectives
- Recap and develop understanding of moving with a ball using feet
- Understand the meaning of 'control' and its importance in ball skills
- Explore different ways of using feet to move the ball whilst maintaining control
Key Outcomes
- Students can demonstrate basic ball control using their feet
- Students understand why keeping the ball close is important
- Students can move into space whilst avoiding other students
Equipment & Resources Required
Distributed around area perimeter for easy collection
Alternative: Large playground balls, size 3 footballs
Used to mark boundaries and create obstacles for extension work
Alternative: Bean bags, markers
For differentiation groups if required
Alternative: Coloured bands
Key Vocabulary
Keeping the ball close to us so others cannot take it away
An empty area where there are no other people or obstacles
Moving the ball forward using small touches with our feet
When we make contact with the ball using part of our foot
The foot we prefer to use, like our favourite hand
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of moving with equipment from EYFS
- Simple foot-eye coordination skills
- Following basic movement commands
Current Skills
- Ball control using feet with increasing precision
- Understanding of 'control' and 'space' concepts
- Moving into spaces whilst maintaining ball possession
Next Steps
- Introduction to dribbling techniques
- Basic passing skills with feet
- Simple football-type games
Milestone Indicators
Key Teaching Points
- Emphasise 'small touches' for ball control throughout the lesson
- Connect all activities to the concepts of 'control' and 'space'
- Use clear, simple vocabulary appropriate for Year 1 understanding
- Provide frequent positive feedback and encouragement
- Demonstrate all activities clearly before students attempt them
- Ensure safety is prioritised in all ball control activities
- Build on EYFS learning whilst introducing new concepts
Common Misconceptions
- Harder touches make better control - teach that gentle touches keep ball close
- Only one part of foot can be used - show variety of foot surfaces available
- Space means anywhere in area - explain space means empty areas away from others
- Control means stopping the ball - explain control means keeping ball close while moving
- Faster movement is better - emphasise that control is more important than speed
SEN Adaptations
ADHD
- Shorter activity bursts with movement breaks, clear boundaries and expectations, immediate positive feedback, fidget ball for waiting times
dyspraxia
- Larger, slower balls for easier tracking, simplified movement patterns, extra practice time, break skills into smaller components
autism spectrum
- Clear visual schedule of activities, warning before transitions, quiet space available if overwhelmed, consistent routine and language
visual impairment
- Use brightly coloured balls, provide verbal descriptions of demonstrations, use tactile guidance for foot positioning, assign sighted buddy for support
hearing impairment
- Use clear visual demonstrations, written instruction cards, hand signals for game commands, ensure student can see teacher's face when speaking
physical disability
- Provide seated ball control options, adapted balls (larger/lighter), modified distances, allow hand assistance if needed for participation
Cross-Curricular Links
English
Following instructions, learning new vocabulary, describing movements and actions
Maths
Counting touches, measuring distances moved, basic spatial concepts, following sequences
Science
Understanding forces and motion, cause and effect relationships, body awareness
PSHE
Personal responsibility, following rules, cooperation with others, building confidence
Teacher Guidance
Positioning
Move around the outside of the activity area to maintain visual contact with all students. Position in centre for demonstrations, then return to perimeter for observation.
Observation Focus
Watch for: ball control technique, spatial awareness, response to instructions, safety awareness, understanding of concepts
Intervention Points
["Step in if students lose control and balls scatter into unsafe areas", "Intervene if students begin using inappropriate techniques", "Support students who appear frustrated or struggling", "Redirect students who are not following safety guidelines"]
Demonstration Notes
Always demonstrate with exaggerated movements so all students can see clearly. Use both successful and unsuccessful examples to highlight learning points. Involve students in demonstrations when appropriate.
Verbal Cues
- •'Small touches keep it close!'
- •'Look for space - find an empty area!'
- •'Gentle feet, gentle touches!'
- •'Stop ball first, then body part touches!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m clear area, preferably on flat playground surface
Surface Check
Dry, level surface free from debris, holes, or slippery areas
Equipment Safety
Safety Checks
- •Check balls are properly inflated but not over-inflated
- •Ensure balls are appropriate size for Year 1 students
- •Remove any damaged balls with cuts or deflation issues
Risk Management
Key Risks
- •Slips and falls during ball control activities
- •Collisions between students moving in same space
- •Balls rolling into unsafe areas
- •Students falling when attempting to stop quickly
Risk Mitigation
- •Clear boundaries established and maintained throughout
- •Adequate spacing emphasised in all activities
- •Progressive skill building from stationary to movement
- •Regular reminders about spatial awareness
- •Appropriate footwear checked before lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity areas during game applications
- •Stay mobile during free exploration phases
- •Maintain clear sight lines to all boundaries
Emergency Procedures
Stop all activity immediately on safety concern, assess injury level, provide appropriate first aid and support, contact school office if required